Beyond Emergency Remote Teaching: Did the Pandemic Lead to Lasting Change in University Courses?

Autor/inn/en	Broadbent, J.; Ajjawi, R.; Bearman, M.; Boud, D.; Dawson, P.
Titel	Beyond Emergency Remote Teaching: Did the Pandemic Lead to Lasting Change in University Courses?
Quelle	In: International Journal of Educational Technology in Higher Education, 20 (2023), Artikel 58 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Broadbent, J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s41239-023-00428-z
Schlagwörter	Universities; Foreign Countries; Course Content; Pandemics; COVID-19; Time Perspective; Educational Practices; Influences; College Faculty; Teacher Attitudes; Change Agents; Electronic Learning; Incidence; Scaffolding (Teaching Technique); Evaluation; Computer Assisted Testing; Evaluation Methods; Australia + Suchen Sie Ihr Suchwort? University; Universität; Ausland; Kursprogramm; Zeitbezug; Bildungspraxis; Influence; Einfluss; Einflussfaktor; Fakultät; Lehrerverhalten; Vorkommen; Evaluierung; Australien
Abstract	The COVID-19 pandemic significantly disrupted traditional methods of teaching and learning within higher education. But what remained when the pandemic passed? While the majority of the literature explores the shifts "during" the pandemic, with much speculation about post-pandemic futures, a clear understanding of lasting implications remains elusive. To illuminate this knowledge gap, our study contrasts pedagogical practices in matched courses from the pre-pandemic year (2019) to the post-pandemic phase (2022/2023). We also investigate the factors influencing these changes and the perceptions of academics on these shifts. Data were gathered from academics in a large comprehensive Australian university of varying disciplines through a mixed-methods approach, collecting 67 survey responses and conducting 21 interviews. Findings indicate a notable increase in online learning activities, authentic and scaffolded assessments, and online unsupervised exams post-pandemic. These changes were primarily driven by university-guided adaptations, time and workload pressures, continued COVID-19 challenges, local leadership, an individual desire to innovate, and concerns about academic integrity. While most changes were seen as favourable by academics, perceptions were less positive concerning online examinations. These findings illuminate the enduring effects of the pandemic on higher education, suggesting longer-term implications than previous studies conducted during the acute phase of the pandemic. (As Provided).
Anmerkungen	BioMed Central, Ltd. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://www.springer.com/gp/biomedical-sciences
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01